Urban vs. Rural: A Look at Environmental Features
Activity:
The Lesson/ Whole Group
SMARTboard Lesson - Think, Pair, Share - Post 3-5 images on the SMARTboard of rural or urban communities - The students will THINK (silently write notes to themselves on post-its) - PAIR (With a table partner, discuss and compare answers. Re-write post-its based on new ideas/ layer post-its if they have similar ideas) - SHARE (Students share ideas with the class by justifying their responses using the criteria of how they categorized each image and placing their post-its on the SMARTboard with the corresponding image). The Activity INFERENCING at Table Groups - Give each table group 6-8 images from different rural or urban communities - The students will collaborate and decide what criteria will be used in order to categorize each image into urban and rural by making inferences based on prior knowledge. * The important thing is how they justify their answers. KWL - As a class, develop a KWL chart that will be used throughout the unit. Use the post-it notes from the previous activity. - KNOW: What do we think we know? - WONDER: What questions do we have? - LEARN: What have we learned? Extension Ideas 1. Have the students discuss who would live or work in the community of each picture. * Justification is once again the most important thing. 2. Have the students draw their ideas- What does an urban/ rural community look like? Materials:
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Learning Objectives:
Students will compare rural and urban communities based on environmental features by making inferences based on prior knowledge.
Social Studies Curriculum Expectations:
1.1: Identify geographic and environmental factors that explain the location of various urban and rural communities
1.2 Compare land use and access to natural resources in urban and rural communities 1.3 Compare transportation in urban and rural communities 1.5 Compare buildings and structures in urban and rural communities Language Curriculum Expectations:Listening 1.2- demonstrate an understanding of appropriate listening behaviour by using active listening strategies in order to contribute meaningfully and work
constructively in groups Reading 1.6- extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them Writing 1.4- sort ideas and information for their writing in a variety of ways Writing 3.3- confirm spellings and word meanings or word choice using several different types of resources For More Ideas on KWL:
Here is an example of how a teacher uses a KWL chart in her classroom. This video is brought to you by the Balanced Literacy Diet Website (www.litdiet.org)
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